The Institute for Democracy & Higher Education at Tufts University is offering a series of resources that will act as framings for a few issues that developed over the past several weeks, including possible readings, sources, and discussion questions. Think of these as starting points for purposeful, educational classroom and co-curricular discussions. Read more about the importance of these conversations in our blog post on the power of these teachable moments Read More from the Institute for Democracy & Higher Education at Tufts University More on the In the News Discussion Guide Series from IDHE
This syllabus is for an online service learning model course with a focus on education policy and community partnerships, written by Dr. Marie Sandy at the University of Wisconsin Milwaukee. Below is a downloadable version of the syllabus.
This syllabus is for an online service learning model course with a focus on education policy and community problems, written by Dr. Marie Sandy at the University of Wisconsin Milwaukee. Below is a downloadable version of the syllabus.
President Andrew Seligsohn and VP for Strategy and Operations Maggie Grove share information on creating a great Campus Civic Action Plan in this presentation from the first Civic Action Planning Institute in Princeton, New Jersey.
Campus Compact President, Andrew Seligsohn, and Vice President for Strategy and Operations, Maggie Grove, shared this presentation on community partnerships that challenge inequality at the Civic Action Planning Institute in Princeton, New Jersey.
Steve Dubb, Senior Fellow at the Democracy Collaborative shared this presentation on place-based strategy at the Civic Action Planning Institute in Princeton, NJ.
This tool would be beneficial to professionals responsible for reaching out from the campus to community organizations or in support of community organizations that wish to partner with a college or university in ways that promote shared success. this tool also could serve as a framing document when creating policies or guidelines governing partnerships.
This reporting assignment was undertaken to describe a range of exemplary, independently managed, multi-year community engaged programs for students. Given that each program that we focus on was developed independent of one another, with its own distinctive name, origin story and characteristics, we felt it important to document the breadth of innovative practices being used to develop engaged citizens and scholars. It is the rm belief of the authors that these types of programs can and should be considered deeply by other institutions of higher education wishing to create a distinctive and engaged educational experience that will help students stand…
Course Description and Objectives The course will draw from students’ collective learning experiences in their community-based service learning. Core concepts about democracy in America, the land-grant university’s historic mission, and about how everyday citizens collectively can build a strong democracy will be introduced. Students will also be introduced to the range of ways that citizens participate in democratic decision-making and will practice some of these forms. The course is based on the reciprocal relationship between practice in the community and readings, reflections, and exercises in class. Assignments ask you to reflect on your community-based practice and apply concepts in the…
Course Overview: Storytelling … becomes a positive and powerful way to bring everyone to the table, validating what everybody has to bring, and using that as a way of studying this complex society we all share but in which we live differently depending on where we are positioned in it. Even though we may see it differently, because we’re sitting in different positions around that table, we all have something to add to this developing story about who we are as a nation, where we are going in terms of addressing our racial history, and other aspects of justice. “The…
Course description: This course explores current theories, research, beliefs, and myths surrounding poverty and its effects on people, the environment, and various communities of practice. Opportunities will be provided for students to deepen their understanding of diversity by developing relationships with local organizations and by working side by side with marginalized populations in the Front Range of Colorado through action research. Course objectives and outcomes: The students will: Participate in applying new knowledge with local educational organizations that are addressing the cycle of poverty, marginalized populations, and/or very young children and their families; Explore various definitions of poverty and…
The implementation of CPV, though a flexible curriculum, can be challenging for those in regions with specific demographics, schools with particular needs, those with concerns related to existing resources, and so on. The resources below give you an overview of how CPV works in different states around the U.S., highlighting the states that have reported usage of the CPV curriculum. This is not an acknowledgment of all who are using the resource, but this is an effort to capture at least some. Connecticut: Campus Compact in Connecticut manages to conduct trainings upon request. This tactic allows them to have the…
“Beyond El Gran Capoquero”: high school students learn Spanish skills via Drama while providing community service to K-2 Spanish students
“”Beyond El Gran Capoquero”” (The Great Kapok Tree) extends SAIL’s 1997-98 interdisciplinary project whereby high school students acquire conversational Spanish skills via Drama while providing community service to K-2 Spanish students. That project’s success, our desire to capitalize on the strong oral presentation/drama skills of SAIL students and the support of our school improvement plan (expansion of hands-on, applied experiential learning and a greater emphasis on community service for our students) encouraged us to continue. First semester included joint lesson planning, student training in Spanish, Drama, and Early Childhood Education teaching techniques, and development of student-produced curriculum implementation activities. SAIL…
The Pipeline Project recruits, trains, and places students as volunteer tutors in the schools throughout the academic school year. Orientations are held twice weekly in the Pipeline offices. Personal placement allows individuals to tailor their tutoring experience to accommodate their areas of interest. Pipeline also offered an EDUC 401 seminar for credit each quarter entitled “”Inner Pipeline””. Students tutor in the schools 2.5-5 hours per week as well as attend a bi-weekly seminar focusing on current educational topics. Student also complete a research paper or project on a topic they choose. Seminar topics include general K-12 tutoring, math and science,…
EDUC-L 295 (1 cr.) & L296 (2 cr.), Literacy Leadership Service-Learning Trip L295 meets during the 2nd 8-week term of the spring semester; L296 is a summer service trip to Rwanda (30 days in July & August). TBD: Meeting date, time, and classroom Course Instructors Instructors of Record: Lauren Caldarera Assistant Director, Global Village Living-Learning Center Office: Global Village Living-Learning Center, Foster Martin Phone: 855-4264; Office Hours: By appointment Beth Lewis Samuelson Assistant Prof., Literacy, Culture and Language Education (LCLE) Office: IU School of Education, ED 3022. Phone: 856-8256. Office hours: By appointment Additional Instructor: Ali Nagle 5th grade reading…
Course Description: The goal of this course is to develop a working knowledge of various principles and theories based in the discipline of psychology and the practical application of these formulations to the teaching/learning process. The content includes theories of learning, motivation and intelligence; theories of cognitive, social, and emotional development; influences of social and cultural background on development and learning; assessment and evaluation; theoretical basis for instructional models; theoretical basis of strategies for managing the learning environment. Prerequisites: None. Concurrent enrollment in EDU 3150 is required for education minors. Required Texts: Woolfolk, Anita (2009). Educational Psychology, Active Learning-11th edition,…
“Think about the kind of world we want to work and live in. What do we need to know to build that world? Let’s teach each other.” (Adapted from Peter Kropolkin, Peace Calendar, War Resistors League, 1977) Course Description: Critical analysis of human beings considered exceptional (outside the norm) in learning and behavior. Topics include inter- and intra-individual differences comprising exceptionalities, issues surrounding identification and classification of individuals as exceptional, society’s responses to exceptional individuals, and societal challenges to develop the human potential of all persons. Textbook: Exceptional Lives: Special Education in Today’s School’s by Ann & Rutherford Turnbull, Ed….
This course is designed as an introduction to conducting community-based research. This is research that has several distinct features, setting it apart from traditional social science research, particularly in its aims: to create change in a local community. These features underscore the collaborative nature of community-based research where researcher and community partners (a) define the research problem together, (b) develop methods appropriate to the needs of the community, (c) and offers the basis for creating meaningful change. Thus community-based research takes an activist stance toward research that is inherently democratic in the sense that researcher and community partners share their…
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